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Professor
GIULIA ISABELLA GROSSO (Tit.)
Period
Second Semester 
Teaching style
Convenzionale 
Lingua Insegnamento
ITALIANO 



Informazioni aggiuntive

Course Curriculum CFU Length(h)
[20/42]  CLASSICAL AND MODERN PHILOLOGY AND LITERATURE [42/00 - Ord. 2008]  PERCORSO COMUNE 12 60

Objectives

a) Knowledge and understanding: attending the course will enable students to acquire and consolidate their knowledge in the field of glottodidactics and in particular
- principles of educational linguistics and language education;
- language acquisition and learning: theoretical approaches to L1 and L2 acquisition, developmental stages of learning varieties (L2);
- language levels and language didactics (Italian as L1, L2/LS);
- didactic planning: from the programme to the curriculum;
- teaching approaches, methods and techniques;
- technologies for language education;
- evaluation, choice and simplification of teaching materials and manuals;
- evaluation of competences;
- language teacher training.

b) Ability to apply knowledge and understanding:
The student will be able to: recognise the main characteristics of glottodidactic approaches and compare them; understand which aspects are specific and which are common to all existing approaches and methods for language teaching; independently compare different approaches, methods and teaching materials; recognise different types of learners and the characteristics of their motivations for studying. Starting from the theoretical framework of reference on Italian L1 and L2, students will learn to conceive and propose a didactics based on the analysis of specific cases (analysis of the domains and contexts of use of Italian, analysis of manuals and teaching materials, production of teaching materials).

c) Autonomy of judgement: the case studies presented will serve both to provide examples of the theories illustrated and to foster the students' ability to judge and reflect autonomously on materials and tools for language teaching. Students will therefore be able to
- implement educational planning according to different learner profiles and teaching contexts;
- trace common denominators in different types of teaching materials and be able to judge their suitability or inadequacy for the intended audience and their coherence with the theoretical principles on which they are based;
- reflecting on the nature of the didactic procedures triggered by different didactic materials.

d) Communication skills: Students develop the ability to:
- to use the specific vocabulary of the subject correctly
- to converse with the teacher, in groups and in pairs during the seminars, the proposed exercises and the realisation of the final thesis;
- draw up work reports on the creation of teaching materials;
- adequately communicate the results of their work during seminars/participatory lessons organised by the teacher.
- e) Learning skills: Students will learn to
- identify quality training opportunities (seminars, webinars, conferences) within the discipline;
- delve into and search different bibliographic sources for literature, both in Italian and in foreign languages, on the didactics of foreign/second languages, good practices in didactic contexts.

Prerequisites

None

Contents


The course aims to provide the basis for the development of didactic awareness in the field of language teaching by addressing the following topics
- principles of educational linguistics and language education;
- language acquisition and learning: theoretical approaches to L1 and L2 acquisition, developmental stages of learning varieties (L2);
- language levels and language didactics (Italian as L1, L2/LS);
- didactic planning: from the programme to the curriculum;
- teaching approaches, methods and techniques;
- technologies for language education;
- evaluation, choice and simplification of teaching materials and manuals;
- evaluation of competences;
- language teacher training.

Teaching Methods

Various teaching formats will be used during the course: frontal teaching will be used for explanations and instructions on the activities to be carried out. In addition, thanks to the possibility of showing images, slides, pages from books and other graphic and audiovisual supports (also using web links), interactive activities are also planned, with work in pairs and groups. From these interventions, the teacher will try to arrive at useful conclusions for the progress of the learning process of the whole class.
During the course the following will be proposed
- lectures;
- seminars and participatory lessons;
- practical activities and individual and paired/group exercises, e.g. analysis of manuals, analysis of oral and written productions of L2/LS learners, design of teaching materials for various types of contexts and audiences, teaching of authentic materials.
In this way, the theoretical concepts introduced in the first part of the course will be taken up and in the light of these, collaborative activities of analysis and reflection will be proposed.
The following will be thus offered during the course:
- lectures;
- seminars and participatory lectures;
- practical activities and individual and paired/group exercises, e.g. analysis of manuals, analysis of oral and written productions of L2/LS learners, design of teaching materials for various types of contexts and audiences, teaching of authentic materials.
In this way, the theoretical concepts introduced in the first part of the course will be taken up again and in the light of these, collaborative activities of analysis and reflection will be proposed.

Verification of learning

Assessment methods
The student's assessment includes:
- a practical test (e.g. drafting of a teaching unit/development of materials for specific learner profiles/analysis of teaching manuals)
an oral test in which theoretical questions are proposed on the contents covered during the course (i.e.: modern language teaching today: principles of educational linguistics and language education; language acquisition and learning: theoretical approaches to L1 acquisition and L2 learning, developmental stages of learning varieties (L1 and L2); language levels and teaching of L2/LS; educational design; teaching approaches, methods and techniques; technologies for language education; assessment of competences; language teacher training).
The teacher will ask questions of a theoretical and practical nature from the practical test.

The student must demonstrate that he/she
- know the contents indicated at a theoretical-descriptive level;
- relate and be able to apply them to concrete cases (learner profiles and contexts), also using examples;
- know how to apply the knowledge of glottodidactics through the practical test.
The examination is marked by a grade expressed in thirtieths.
The students' active participation in the lessons, in the exercises and in the work carried out individually and in groups during the course will be assessed.
In the assessment of the examination, the determination of the final grade takes into account the following elements:
1. adequate/good/excellent knowledge of the contents at a theoretical descriptive level;
2. adequate/good/excellent ability to be able to apply the contents through the practical test;
3. adequate/good/excellent commitment to individual work;
4. adequate/good/excellent command of the vocabulary of the discipline.

Satisfaction of aspects 1 and 2 at the appropriate level is a necessary condition for achieving a mark of 18/30.
Grades above 18/30 will be awarded to students whose examinations meet all four aspects listed above.

Texts

P. Balboni (2018) Fare Educazione Linguistica, Utet, Torino.
GISCEL, Dieci tesi per l’educazione linguistica democratica (scaricabili dal sito www.giscel.it)
De Mauro T., (2018), L’educazione linguistica democratica, Laterza, Bari (capitolo a scelta)
Chini M., Bosisio C., (2014), Fondamenti di glottodidattica, Roma, Carocci.
Scuola di Barbiana, Lettera a una professoressa, Libreria Editrice fiorentina, Firenze. (parti a piacere).
Beacco J.C, Little D., Hedges C., L’integrazione linguistica dei migranti adulti. Guida, reperibile a questo link: https://riviste.unimi.it/index.php/promoitals/article/view/4688/4797
Ministero dell’Istruzione (2018), Una politica nazionale di contrasto del fallimento formativo e della
povertà educativa . Cabina di regia per la lotta alla dispersione scolastica e alla povertà educativa.

Materiali aggiuntivi verranno forniti a lezione.

Those who are interested in didactics of italian as second language can study the following text:
DIADORI P., PALERMO M., TRONCARELLI D., Insegnare l’italiano come seconda lingua, Roma, Carocci, 2015 - da definire con la docente

More Information

Non-attending students: please contact giulia.grosso@unica.it for the course books and texts to be studied.

Questionnaire and social

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